LP 262 
.1445 fl5 
1922 
Copy 1 



Educational Survey 

-OF- 

Wilkes County 



By 

M. L. DUGGAN, Rural School A^ent, 

State Department of Education 

AND 

EURI BELLE BOLTON. 
Extention Dept. Ga. State College for Women 



No. 40 

Under Direction of State 
DEPARTMENT OF EDUCATION 

M. M. PARKS, 
State Superintendent of Schools 

1922 

INDEX PRINTINS CO., ATLANTA. OA. 



Educational Survey 

— OF— 

Wilkes County 



By 

M. L. DUGGAN, Rural School A^ent, 

State Department of Education 

AND 

EURI BELLE BOLTON, 
Extention Dept. Ga. State College for Women 



No. 40 



Under Direction of State 
DEPARTMENT OF EDUCATION 

M. M. PARKS, 
State Superintendent of Schools 

1922 






LIBRARY OF CONQRFSs" ' 

I RECEIVED 

NOV281922 

DOCUlVJENTii DiVtSIOrv 



y4sA6 



WILKES COUNTY PUBLIC SCHOOL SYSTEM 
Hon. S. B. Savage, Superintendent, Washin^on, Ga. 



COUNTY BOARD OF EDUCATION 

HON. J. A. M0R8P], Chairman Tignall, Ga. 

HON. E. A. C'AI.LOWAY Rayle, Ga., Route 2. 

HON. AV. H. GRIFFIN Washington, Ga., Route 2. 

HON. 0. S. BARNETT AVashington, Ga. 

HON. A. S. ANDERSON Danburg, Ga. 



NOTE — The Educational Survey of Wilkes County was under- 
taken at the request of the superintendent and Board of Educa- 
tion. We ask a careful consideration of the facts presented 
and the recomiuendations oifered herein on the part of school 
officials and citizens of tlie county. The proper education and 
training of its future citizens is by far the most important pub- 
lie problem confronting the county. 

M. L. DUGGAN, 

Rural School Agent for the State Department of Education. 
Atlanta. Ga., Oct. 1922. 



WILKES COUNTY 

Wilkes CouiJt.y was one of the earlier counties of Georgia, 
having been created by the Constitution of 1877. The County 
has a heritage of intellectuality of which it is justly proud, 
but upon which we w^ill not dwell here. 

The public school system of the County, as will be seen by 
a careful consideration of this report, is inadequate, and fails 
to offer to the present and coming generations such educational 
opportunities as are necessary to the perpetuation of the Coun- 
ty 's proud heritage. A casual observation of the pictures of 
the many little schools of the County, as shown on the pages of 
this report, indicates conditions to which the citizens cannot 
"point with pride." A careful reading of the details of the 
report will further show that most of the schools are being op- 
erated under conditions that defeat the possibility of good 
teaching or thorough learning; and a further examination into 
the results of educational measurements in the small rural 
schools furnish abundant proof of this statement. To these 
general statements, it will be observed, there are a few notable 
exceprions, but these serve to emphasize the weakness of the 
system and the inefficiencies in the majority of the schools. 

The educational situation in this good County calls loudly 
for reorganization, or rather for organization and co-operation ; 

and the supreme importance of the problem demands serious 
consideration and vigorous leadership of the sons of the fath- 
ers who, in the past age, gave such notable statesmanship in 
working out the poltitical problems of the State and nation. 

An aroused and unselfish public sentiment that would give 
to the public school system of the County such support and ad- 
ministration and supervision as has recently been given to the 
public road system of the County could soon put Wilkes Coun- 
ty in the forefront in educational progress in Georgia, and 
none will deny its equal or far-reaching importance. 

At the request of the County School Administration, and 
with an earnest hope of revealing existing conditions and 
pointing the way to better things educationally, this survey 

was undertaken and this report is now submitted to the good 

people of Wilkes Couny. 



RECOMMENDATIONS 

If the public school system of the County is expected to 
function economically and efficiently there must be, as in every 
"Big Business": 

I. Proper organization, co-ordination and co-operation. 

II. Businesslike administration. 

III. Close and constant professional supervision. 

1. Organization. In a proper re-organization of the coun- 
ty public school system, according to best authorities, there 
should be : 

1. One centrally located Senior High School of eleven 
or twelve grades, well provided with suitable libraries, labora- 
tories, etc., and free in its high school grades to all the children 
of the county. This school should offer an approved Training 
Course, from which would come most of the teachers for the 
county schools. It would be desirable, if possible, to provide 
also elective classical and commercial courses, 

2. Vocational High Schools. There is an increasing de- 
mand for Vocational Education, and it is needed nowhere more 
than in AVilkes County. It would be wise if some of the 
struggling High Schools of the county would divert their aims, 
energies and resources toward providing efficient vocational 
training above the elementary grades for such pupils of the 
County as desire it. Far greater credit could thus be gained 
for the community and much better service rendered to pros- 
pective farmers and home-makers of the County. The com- 
munities that Avill first attempt and accomplish such purpose 
will render a most worthy service and receive full and sub- 
stantial recognition therefor. 

3. Junior High Schools. — To build up a Senior High 
School is a worthy ambition of any community, but the tend- 
ency in Wilkes County, as in many other Georgia counties, has 
been to attempt too many Senior High Schools. It is unwise to 
attempt more grades than existing or prospecive conditions in- 
dicate or juslify. Favorable conditions that would justify high 
schools ane financial ability to provide and maintain adequate 
and efficient teaching force, modern lal)oratores, reference lib- 
raries, and other equipment, and sufficient partonage in the 
high grades to .justify such expenditures. The ambitions of 
any community ought to be better satisfied with good elemen- 
tary or junior high schools than with insufficiently supported 
and inefficient senior high schools. Some of the latter class in 



this county, and vci-y many in other counties, have not only 
failed to In-in^' credit to the community and to secure school 
"credits" for their graduates, but have seriously impaired the 
efficiency of the primary and elementary grades. High school 
studies cannot be well taught, and therefore should not be at- 
tempted, witliout well qualified teachers and liberal laboratory 
equipment. An alarming lack of thoroughness on account of 
attempting more than can be well done has brought discredit 
upon many schools and defeated the purpose of education more 
than any otlier cause. 

4. Primary and Elementary Schools. AVlun-e for lack of 
sufficient suppoi't and i)atronage of .Junior High Scliools cannot 
be justified, and where consolidation is impracticable, there 
should be provided Primary and Elementary schools of one and 
two teachers each. These should never be nearer than four 
miles of other schools (See Ga. School Laws, Art. 6; Sec. 117). 
They should be well housed and equipped, and provided with 
capable teachers. For the sake of thoroughness in the funda- 
mentals of education, it is most important that they be limited 
to four or five grades at one-teacher schools, and seven grades 
at the two-teacher schools. More grades allowed will result in 
such lack of thoroughness as will hinder the normal progress of 
pupils as they are advanced. Pupils above such grades should 
attend the nearest Junior High School, or one of the vocational 
schools or the Senior High School. Transportation should be 
provided if distances are too great. (See Ga. School Laws, 
Art. 5; Sec. 93.) 

II. ADMINISTRATION. Upon the County Su])erin- 
tendent and his Board rests the responsiliility of administra- 
tion. The Superintendent's office should be well provided 
with such office furniture and equipment as would be indicated 
for the proper administration of the most important, far-reach- 
ing, and permanent department of the County's public inter- 
ests. It should include an up to date card index system, show- 
ing the human assets of the County (within school ages), and 
their growth and development from year to year — physical, in- 
tellectual, moral — whether in or out of scliool. This is very 
important, but only as a basis of information to indicate activ- 
ities. 

Proper and vigorous administration of so important a de- 
partment as a County's public school system will leave a Sup- 
erintendent no time or opportunity for more than a very gen- 
eral supervision. His is the most important of all the county 
offices. 

III. SUPERVISION. Constant, close, professional 
supervision of teaching processes in all the schools must be 



provided through an experienced and Avell trained Supervisor 
acting: in co-operation with and as assistant to the County Sup- 
erintendent and under his direction. The lack of any such 
supervision is perhaps the greatest weakness in most of our 
Georgia county school systems and is a cause of great waste in 
public school funds and in the opportunities of the children. 
An untrained, unskilled, mitaetful supervisor is worse than 
none, and great care should be exercised in their selection. 

LOCAL APPLICATION 

Such re-organization of the County School System will 
first involve abolishing the legal wall of separation in educa- 
tional administration set up by special legislation between 
"Wilkes County and the City of Washington, and making one 
common cause for a thoroughly efficient educational system. 

Reasons which called for such separation no longer exist, 
and no good fortune can come to any part of the county in pub- 
lic schools or i)ublic roads or public health without being 
shared by the County seat. 

The very best public school system can never be provided 
for the county except under a "county unit system." This has 
been amply proven by so many experiences, both in and out of 
Georgia, that it is no longer a mooted question in educational 
administration. 

The proper location for the proposed County Senior High 
School is perfectly evident to every thinking citizen. 

From a geographical standpoint, there are several schools 
that might present equal claims for the proposed one or two 
vocational high schools, but the local public sentiment and de- 
mand and moral support developed would likely indicate a 
wise decision. Similar conditions would make it comparatively 
easy to locate junior or grade-limited high schools. The schools 
or locations in the county where conditions, sentiment and sup- 
port would most likely suggest vocational high schools and 
junior high schools will be so evident to thinking citizens fam- 
iliar with the county that it is hardly necessary to point them 
out. These should not be difficult problems for a wise adminis- 
tration to solve. 

Wherever and as soon as possible, one and two-teacher 
schools should be absorbed by larger and better equipped 
schools. 



A BUILDING PROGRAM 

Any wise re-oryanization policy must CM.'ntemplate a l)iiild- 
ing program far beyond any immediate realization. All build- 
ings should be planned with reference to their use and future 
demands. Under our revised school laws, no public funds can 
legally be used for building purposes except according to ap- 
proved plans, and the State Department of Education stands 
ready to give advice and assistance in this matter. 

Important permanent public improvements are nowhere 
undertaken now except by bond issues. Georgia laws provide 
for issuing bonds for building sciiool houses by counties or by 
school districts. The latter plan might be most satisfactory in 
Wilkes County, as each district would thus incur obligations 
for its oAvn buildings. It would not be unreasonable to ask a 
county to contribute for the construction of permanent and 
adequate public school houses at least as much as for the build- 
ing of permanent roads. 

A FOUNDATION 

The foregoing recommendations are to be understood as 
planning the foundation for an adequate educational system 
for Wilkes County by which every part of the county will 
profit. AVe deem this vastly more important than i)oiuting out 
the many needs of the present system, which can never be made 
adequate to the educational demands of the county. 

With an efficient system well organized and vigorously 
administered, the smaller problems will easily be solved. 

"The Common Schools should have the right-of-way over 
all other public institutions." "Education costs high, but ig- 
norance costs more.'^' "Ignorance perpetuates povert.y. " 



NUMBER AND LOCATION OF SCHOOLS 

There are in Wilkes County 27 wliile schools: 9 one-teacher 
schools; 11 two-teacber schools; 5 three-teacher schools, and the 
Tignall and AVashinp'ton Schools. Some of the schools are 7 
and 8 miles apart and draw their pupils from a large territory 
and others are only 2, 3 or 4 miles apart. Some of the one- 
teacher schools now teaching 8 grades and some of the two- 
teacher schools teaching 9 grades are only 3 miles from a school 
having three or more teachers. The problem of distance should 
not l)e a great hindrance to a reorganization of the system so as 
to limit the one-teacher schools to 5 grades, the two-teacher 
schools to 7 grades and the three and fonr teacher schools to 
Junior High Schools. In some instances the roads will make 
the problem of transi:)ortation difficult, hut if the people want 
better scho.ols, there will be an added iiu-entive for the building 
of good roads in the county. 

SCHOOL GROUNDS AND PLAY EQUIPMENT 

The school system of AVilkes County has very little money 
invested in land for the location of school plants. Definite in- 
formation in regard to the area and titles of school grounds 
could not be ascertained for all of the schools. Of the 21 
school studied, 10 have only 1 acre of land, 1 has 12 acres; 
3 have 2 acres ; 1 has 4 acres and 6 are located on church prop- 
erty. Four of the schools which have a definite amount of land 
in name, have only conditional titles. Every permanent school 
in the county should be located on land owned by the County 
Board of Education. This is a mere matter of business and 
eoinmon sense which takes into consideration the perpetuity of 
the school and the future good of tlie community. 

The school grounds for each school should be large enough 
to provide space for a playground, a school garden and an at- 
tractive lawn. Children have very little space for play at a 
school which has only one acre of ground. There was very 
little playground equipment at any of the schools except Tig- 
nail and Washington. Three of the county schools had basket 
ball and volley ball equipment and on^ had equipment for bas- 
ket ball, baseball and football. There was no play equipment 
for the smaller children at any of the schools. The children in 
the primary and intermediate grades need sandboxes, swings, 
slides, bean-bags and Indian clubs and this equipment is just 
as essential for them as basket l)all or volley l)all equipment 
is for high school boys and girls. Many of the most important 
phases of training for citizenship which a school can give to 
its pupils come through the principles of honesty, co-operation, 
and unselfishness indirectly instilled in children on a well con- 

10 



ducted playj^Tomid. The educational leaders of the State con- 
sider good health such an important part of the child's life 
that they have secured the passage of a law requiring 30 min- 
utes of health instruction to be given in the schools every day, 
a part of which instruction shall he supervised play. The 
schools must have equipment for effective play. A well 
conducted playground, competitive games between neighbor- 
ing schools and community or county Field Days are great 
factors in promoting s.-hool interest. Therefore the teachers 
are strongly urged to put on a campaign through the Parent- 
Teacher-Associations and community clubs for "A well equip- 
ped playground for every school in Wilkes County." 

To say that every school should have a school garden does 
not mean that the garden should be as large nor the same kind 
as the home gardens. But there should be at each school, space 
for hotbefls or cold frames and small plats Avliere the children 
can plant a few vegetaldes and flowers and watch them grow. 
The gardens form the basis for vital projects in a nature study 
and language work, but more important than this they enable 
the children to watch tiny seeds spring into life and beauty 
through the magic touch of Nature. The teachers and pupils 
in country schools have a most wonderful laboratory all about 
them for the study of Nature, but in most instances the labora- 
tory is never unlocked. Children in the country schools are 
Avoefully ignorant of the common birds and floAvers which they 
see around them every day. 

The City of Washington might well be called a "city of 
Beauty.'' There are in the city such stately trees, such well 
kept lawns and so many old flower gardens which in their sil- 
ent f-ragrance breathe forth the spirit of former days. The 
bare yards at most of the country homes in the county and the 
rough, unkept school grounds at the country schools stand out 
in sharp contrast to the beauty created in Washington by grass 
and trees and flowers. Would it be an impossible or an un- 
profitable task for the teachers and pupils at each school to 
make the grounds attractive? What good would come to the 
children from such an undertaking ! 

A minimum of four acres of land would be necessary at 
the larger schools for such a school plant as suggested above. 

BUILDINGS AND EQUIPMENT 

The majority of school buildings in Wilkes County are 
built of poor material, are poorly planned and are unsuited to 
school purposes. Practically all of the one-teacher schools 
have one small class-room with windows on three or four sides 

11 



and -without cloak rooms or utility rooms. Some of the larger 
buildings are constructed of poor material and are poorly 
planned. For example the building at the Hogue School is 
much better than many of the buildings in the county and is 
comparatively new. The building is improperly lighted and 
it does not measure up to modern standards of school architec- 
ture. There are a few buildings in the county built according 
to standard plans, for example the buildings at Oak Grove, 
Cedar Grove and Prather schools. Some of these buildings are 
unfinished but vrlien complete they will adequately meet the 
needs of the respective communities in Avhieh they are built. 
Any community contemplating the erection of a new building 
should Avrite the State Department of Education in regard to 
plans. 

None of the schools in the county have adequate equip- 
ment for teaching. Suiue of the schools, especially the larger 
schools, have a few maps and a small school library. But many 
of them have no maps, no globes, no sandtables. no charts or 
other material for vitalizing the school work. Especial atten- 
tion is called to the need for more supplementary reading 
books in the school libraries. At many of the schools equip- 
ment which had been purchased through the effort of some 
ambitious teacher had not been cared for by the succeeding 
teachers. For example the Hogue School has had a small 
equipment for Domestic Science, but the work has been discon- 
tinued and most of the equipment scattered or destroyed. One 
of the most important civic lessons which the school can teach 
children is that they should have a high regard for public prop- 
erty and should be as careful of it as if it were private prop- 
erty. Teachers can not get the best results Avithout the proper 
tools. The counties which wish to have good schools will see 
that they are well equipped with the necessary teaching- helps. 

STUDY OF THE DAILY SCHEDULES 

The teachers of the county were asked to hand in their 
daily schedules of work. Practically every teacher in the coun- 
ty responded to the request, but some of the schedules were in- 
definite and could not be included in the studv. 



12 



Table Showing the Average Number of Minutes per Day 

Devoted to Each Grade in the Different Types of 

Schools in Wilkes County 

Primer I II III IV V VI VII VIII IV X Grds. 

One-Teacher 

Schools 33 49 50 51 62 67 75 78 58 40 

Two-Teacher 

Schools 73 87 87 86 103 103 111 101 96 73 86 

Larger* 

Schools 67 117 128 118 120 111 125 135 145 123 106 

* Schools having three or naore teachers. 

The time allotment for each grade in the one-teacher 
schools is much less than the time allotment for each grade in 
the two-teacher and in the larger schools. The average number 
of minutes given to each grade in the one-teacher school is 56 ; 
in the tAvo-teacher schools it is 91 and in the larger schools it is 
118, which is more than twice the amount of time given to each 
grade in the one-teacher schools. It is not surprising that the 
classroom work done in the small schools is so much less thor- 
ough than the classroom work done in the larger schools. Chil- 
dren Avho are under the teacher's instruction for only 56 min- 
utes during the day can net be expected to do as good work as 
children who have the benefit of the teacher's instruction for 
118 minutes during the day. 

All of the schools show much irregularity in the amount 
of time given to the various grades, but in each type of school 
there is much more time given to the upper grades than to the 
lower grades. Tlie average number of minutes given to the 
primer classes in the one-teacher schools is 33. This means that 
for 357 minutes during the day these baby folk who know noth- 
ing about how to study have to employ themselves as best they 
can without the teacher's direction. Every teacher who makes 
a daily schedule should realize that primary children are prac- 
tically helpless and need much more of the teacher's time than 
the older pupils in the upper grades who have learned to study 
independently. 

The schedu'os shoAv tliat tliere is an improper distribution 
of time among the different subjects. Tliis is especially true 
of tlie small schools. In most of the schools more time is given 
to the teaching of arithmetic tkan to the teachin<i' of any other 
school subject. And in many of the schools very little time is 
given to the teaching of readinu' in th'^ upper grades. The life 
values of the various subjects should be considered very care- 

13 



fully in the apportionment of time on a daily schedule. The 

social vahies of arithmetic even fm- pu]>ils in tlie upper grades 
are not greater than the A'alues of reading and language. 

Tahnlation of a Schedule from a One-Teacher School : 
County, Wilkes — School...... Xo. Teachers, One. 

Tabulation Showing the Number of Minutes Devoted to Each 
Subject in the Different Grades 

Subjects I II III IV V VI VII Total 

Reading 26 20 8 12 11 11 — — 

Language — — 12 8 8* 8 8 — 

Arithmetic 18 12 15 20 10 20 20 — 

Spelling 10 777777 — 

Writing — — — — — — — — • 

History = = =^ ^= = 8# 8# — 

Geography = = = 12 12 15 12 — 

Hygiene — — — — S — — — 

Civics ^^ =^=^ ^^^ ^^ ^^ ^^ 11** — 

Agriculture — — — — — — — — 

Story-telling — — — — — — — — 

Handwork — — — — — — — - — 

Nature-study — — — — — — — — 

Specials 

1 — — — — — — — — 

2 = ^^ = = ;^ = = iz 

3 ________ 

Opening Ex. — — — — — — — — 

Recess ^ ^ ^ ^ ^ ^ ^ ^ 

Total 54 39 42 59 66 69 64 ^ 

* Fourth and fifth grades recite language together. 
** Alternated with Agriculture. 
= Alternated with Hygiene. 

This seliedule shows that in this school no provision is 
made for the teaching of writing. Children who are not taught 
writing may learn to write but they could not he expected to 
write very well. Xo provision is made for story-telling nature- 
study or handwork in the lower grades. Xature study could be 
correlated with language and history and civics could be 
taught by means of stories. It should be noted that only 8 
minutes are given to the teaching of reading in the third grade, 
and yet the pupils of this grade have not mastered the mechan- 
ics of readiiii:. Only s minutes are given to the teaching of 
language in the upper grades, and language is one of the roo.st 
imiiortant subjects in the school curriculum. The children of 

14 



this school are gettiiifr a very narrow type of trainincr and a 
very limited school experience. But the teacher who made this 
schedule would probably be unable to teach by a better ororan- 
ized schedule if it were made for her. She needs a carefully 
trained supervisor to help her reorganize her work and make 
it more effective and interesting both for herself and her pupils. 

The schedules show that practically no effort has been 
made to org-anize the high school work in the schools of the 
county. The high school work attempted in the one and two- 
teacher schools is very irregular and is done under the most 
unfavoralde ecnditions. Some of the one-teacher schools are of- 
ferino- eight urade work and one is offerinsr ninth grade Avork. 
The average number of minutes given to all of the recitations 
in the eighth grade in these schools is 58, and yet in some of 
these schools this grade in having 7 recitations each day. The 
minimum length of the recitation period in a standard high 
school is 40 minutes and the maximum number of recitations 
per day is five. The total number of minutes given to recita- 
tions in the eighth, ninth and tenth grades in the two-teacher 
school as 96, 73 and 86 respectively. Many of these grades 
are. also, recitins? 7 lessons each day. The parents who think 
that their children are receiving high school training under 
these conditions are being deceived, for no accredited high 
school or college could give credit for the work which is done. 
Would it not be better for these schools to teach fcAver grades 
and do the work thoroughly than to attempt to teach so many 
grades that the work in all of the grades is inaccurate and 
poorly done? It is unfair to the teachers to have to attempt 
the impossible ; it is unfair to the pupils to have to do the work 
which will have to be repeated if they ever go to a larger school 
to continue their educational training : and it is especially un- 
fair to the large number of pupils in the lower grades to have 
so much time given to the three or four pupils in the high school 
grades. (See recommendations in regard to Junior and Sen- 
ior High Schools.) 

Tliere seems to be a total lack of uniformity in the subjects 
taught in the high school grades in the larger schools. Some 
of the schools are offering two branches of mathematics and no 
science. One is offering Latin and French. There is not one 
of these larger schools in the county attempting to do high 
school work which is offering a course in Agriculture. And yet 
"Wilkes I'ounty is one of the great agricultural counties of the 
State. The county is at present passing through a great econ- 
omic crisis because of the ravages of the boll weevil. The cit- 
izens of the future need a type of education which will enable 
them to do diversified farming and to meet the changing econ- 

15 



omic conditions. The course of stndy for the high schools of 
the county should be thoroughly re-organized and if not made 
uniform should certainly be made to conform to certain defin- 
ite standards. The recitation periods should be of standard 
length. This Avill mean that schools having only three or four 
teachers should be organized as Junior High Schools and 
should offer only nine grades of work and that the one and 
two-teacher scliools should n(;t be iiermitted to .•it+empt high 
school Avork. 



16 



TRAINING AND QUALIFICATION OF TEACHERS 

Three of the teacliers in the oiie-teaeher schdcds of Wilkes 
County hold a first p'rade elementary license, two hold a second 
orade license, one holds a third g-rade, and one has an A. B. 
degree. One of the teachers in the two-teacher scliools holds a 
third gi-ade license, 9 hold a second grade license and 11 hold a 
first grade license. Five of the teachers in these schools hold 
a first grade high school license. One teacher in the larger 
schools holds a third grade license, 8 hold a second urade lic- 
ense, and l.") liold a first grade license. 



Tabl^ Showing Training and Qualifications of Teachers 



License 



Primary Elementary 
1st 2nd 3rd 1 st 2nd 3rd 



High 
1st 2nd 



Total No. 
of Teachers 



One-Teacher 




















Schools 


— — 




— 


3 


1 1 


1 




9 


8 


Two-Teacher 




















Schools 


2 1 




1 


4 


8 — 


5 







21 


Larger Schools 


1 — — 




— 


8 


3 1 


7 




2 


21 


High School 




College 






Total No. 


Training 8th 9th 10th 11th 1 


-yr. 2-yrs. 


3-yrs. 4- 


■yrs. ? 


of Teachers 


One-Teacher 




















Schools 


— 2 


2 


1 




1 1 


— 


1 


— 


8 


Two-Teacher 




















Schools 


2 1 


2 


5 




5 6 


— - 


- 


— 


21 


Larger 




















Schools 





1 


3 




7 5 


— 


5 


— 


21 
















5 


or more Total No. 


Experience 


1 yr. 


2 


yrs. 




3 yrs. 


4 yrs. 




years 


Teachers 


One-Teacher 




















Schools 


2 




2 




— 


1 




3 


8 


Two-Teacher 




















Schools 


4 




2 




5 


4 




6 


21 


Larger 




















Schools 


3 




4 




— 


4 




10 


21 


Service at 














5 


or more Total No. 


Present School 


lyr 




2; 


yrs. 


3 yrs. 


4 yrs. 


yrs. 


? Tchrs. 


One-Teacher 




















Schools 


3 






4 


— . 


1 







— 8 


Two-Teacher 




















Schools 


10 






5 


3 


1 







2 21 


Larger Schools 


12 






4 


2 


2 




— 


1 21 



Four of the eight teachers in the one-teacher schools have 
not completed high school, one is a high school graduate, one 
has had one year at college, one is a normal graduate and one 
is a college graduate. Three of the teachers have had some sum- 
mer school work in addition to their previous training. Boys 
and girls who have had only ninth or tenth grade scholarship 
know ver;- little aI)out the subjects they are trying to teach or 



17 



about the best methods of teaching. The teachers in the one- 
teacher schools have the most difficult work of any teachers in 
the school system. They should have better training and high- 
er salaries. Five of the teachers in the two-teacher schools 
have had less than high school schlarship. five are high school 
graduates, five have had one year in college and 6 are normal 
graduates. Four of the teachers in the larger schools have had 
only high school work. The others have had some normal or 
college training. Many of the teachers are continuing their 
professional growth by attending summer school and the state 
educational meetings. There is no county teacher's associa- 
tion or plan for regular meetings of the teachers in the county. 
One of the most vital iigciicies in promoting school progress 
and in creating a loyal county school spirit is through the 
county teachers' meetings. Teachers who are progressive and 
ambitious for the schools of their county are glad to assume 
iniative and responsil)ility in making such meetings possible. 
The professional qualifications of the teachers of AVilkes Coun- 
ty are higher than those of most Georgia counties which have 
been surveyed, l)ut the board of education and the people 
should not be satisfied until all of the untrained and unprepar- 
ed teachers are eliminated from the system. 

IVlost of the teachers have had experience, but 50 per cent 
of them are serving at their present schools for the first term. 

Teacliers wlio teach only one year a1 a scliool can not do con- 
structive community work. A salary schedule which will en- 
courage them to serve for a longer time at the same school 
should be adopted by the county administration. 

CLASSROOM INSTRUCTION 

Educational tests were given in the fundamental or most 
important school subjects — reading, language, arithmetic, 
spelling and writing — to determine the thoroughness of the 
classroom work being done in these subjects in the various 
schools. These tests have been given under the same condi- 
tions to thousands of pupils in representative schools in all 
parts of the United States. The median or average scores 
made by the large numl)er of ])upils in each grade to whom the 
tests were given have been carefully worked out and are 
given as Standard Scores. The standards, therefore, do not 
represent perfect scores, but scores made by children of aver- 
age ability in schools in which the teaching has been well done. 
A careful study of tlie tables of results will reveal the ty])e of 
work being done in the various schools of the county. 

From the results of the tests discussed on the following 
pages, certain conclusions may l)e drawn. 

IS 



READING 

The Monroe Silent Keading Test revised was given to the 
third, fourth and fifth grades in the schools of the county. 
(The unrevised test was given to tlie sixtli, seventh, and eighth 
grades, but the results are not included in the study because it 
is impossible to compare the scores made on the two tests.) 

Median Scores in Silent Reading- Made by the Schools 
in Wilkes County 





III 


IV 


V 




standard 


82 


122 


142 


Rate 




3.8 


7.7 


9.8 


Comp. 


Washington High chool 


73 


111 


125 


Rate 




3.0 


8.0 


9.0 


Comp. 


Tignall High School 


88 


116 


139 


Rate 




4.5 


6.0 


8.0 


Comp. 


Three-Teacher Schools 


62 


100 


112 


Rate 




3.0 


6.0 


7.5 


Comp. 


Two-Teacher Schools 


61 


73 


90 


Rate 




2.0 


3.0 


5.0 


Comp. 


One-Teacher Schools 




54 


95 


Rate 






3.0 


6.0 


Comp. 



All of the grades are below standard in rate of reading. 
The Washington scores are almost up to the standard in com- 
prehensi(5n. The third grade in the Tignall School is above 
standard in both rate and comprehension. The rate scores 
made by the fourth and tifth grades in this school are higher, 
but the comprehension scores are lower than the scores made 
by those grades in the Washington School. The scores made 
by the three-teacher schools are lower than the scores made by 
the Washington and the Tignall schools and are very much 
lower than the standard scores. The scores made by the one 
and two-teacher schools are very poor. They are much lower 
than the scores made !)}' the tliree-teaeher schools and are more 
than a year below the standard scores. The scores made by 
the fifth grade in all the schools are lower than the scores made 
by the third grade. The daily schedules handed in by the 
teachers show that very little time is given to the teaching of 
reading in the upper grades. It is a mistake for teachers to 
neglect the teaching of reading in the upper grades. In these 
grades pupils should have especial training in rapid silent 
reading, in organizing, in condensing and in reproducing 
thought gained from the printed page. It is this type of train- 
ing which prepares the child for growth in after-school life 
through effective reading. All of the schools, including Wash- 
ington and Tignall, need more supplementary books for the 

19 



teaching of reading. The reading library for each grade should 
include five or six sets of the best scliool readers. 
The reading of a great deal of easy subject matter 
helps the child to ae(iuire a large vocabulary and to 
read with ease and rapidity. The teacliers in tlie small 
schools need more perception cards, charts and other helps for 
the teaching of primary reading. For suggestive methods on 
the teaching of reading see the Manual for Georgia Teachers 
a2id "Silent and Oral Reading" by Stone, Houghton Mitflin 
Company. 

LANGUAGE 

The Trabue Language Scale B was used in measuring the 
work in language. The test consists of twenty incomplete sen- 
tences — sentences which have some of the words left out. The 
pupils are given seven minutes in Avhich to write the missing 
words in the blank spaces. The score depends upon the num- 
ber of correct sentences the pupil has at the end of the time 
limit. 

Grade Medians Made by the Schools of Wilkes County 
as Compared With the Standard Medians 



Grades 


III 


IV 


V 


VI 


VII 


VIII 


Standard 


7.4 


9.6 


11.1 


12.2 


13.1 


14.1 


Washington 


6.8 


12.1 


11.8 


12.5 


12.9 


14.2 


Tignall 


6.5 


9.0 


9.4 


12.3 


12.3 


12.4 


Three-Teacher 














Schools 


S.2 


10.4 


10.2 


11.4 


12.7 


14.2 


Two-Teacher 














Schools 


6.7 


8.2 


9.2 


10.4 


11.8 


12.0 


One-Teacher 














Schools 


6.5 


8.2 


9.5 


10.3 


12.0 





The scores made by the fourth, fifth, sixth and eighth 
grades in the Washington School are above the standard scores 
and the scores made by the other grades are almost up to the 
standard. The score made by the sixth grade in the Tignall 
School is up to standard, but the scores made by the other 
grades in this school are from one to two years below the stan- 
dard scores. The score made by the eighth grade in this 
school is just a little bettei; than the standard for the sixth 
grade. The scores made by the grades in the three-teacher 
schools are better than the scores made by the Tignall school, 
but the scores made by the one and two-teacher schools are 
very much lower than the scores made by the larger schools. 
The scores show that the AVashington School is getting 
excellent results in language work, l)ut that the results in the 

20 



other schools are not so good. The :chedules show that in 
many instances the teachers are devoting more time to the 
teaching of aritlnnetic than to the teaching of language., espec- 
ially in the upper grades. More emphasis upon oral and writ- 
ten composition will make the language work more prnctical. 

ARITHMETIC 

The Woody-McCall Mixed Fundamentals arithmetic test, 
Form I, was used to measure the work in arithmetic. The test 
consits of 35 miscellaneous examples involving the addition, 
substraction, multiplication and dividon of simple numbers, 
fractions and decimals. These examples are printed on one 
sheet and are so arranged that they increase in difficulty. A 
time limit of 20 minutes is allowed for the comi^letion of the 
test. 

Median Scores Made in Arithmetic by the Schools of Wilkes 
County as Compared With the Standard Scores 



Grades 


III 


IV 


V 


VI 


VII 


VIII 


Standard 


13.0 


18.5 


24.0 


28.5 


31.0 


34.0 


Washington 


10.8 


17.9 


18.4 


22.5 


26.5 




Tignall 


11.00 


18.5 


22.5 


26.0 


27.0 


27.2 


Three-Teacher 














Schools 


10.3 


16.3 


20.5 


23.8 


29.5 




Two-Teacher 














Schools 


11.0 


14.0 


17.0 


18.3 


22.5 


26.0 



The scores made by all of the schools are very much below 
the standard in arithmetic. The fifth, sixth and seventh grades 
in the Washington School are more than a year below the stan- 
dard. The scores made by the Tignall School are higher than 
the scores made l)y the grades in the Washington School but 
all of the grades except the fourth in this school are below the 
standard. The scores made by the three-teacher schools are 
lower than the Tignall scores, but the scores made by the upper 
grades in these schools are higher than the Washington scores. 
The scores made by the two-teacher schools are very low and 
show that the arithmetic work in these schools is very inaccur- 
ate. The score made by the seventh grade in the two-teacher 
schools is noi higher than the score made by the fifth grade in 
the Tignall School. The test papers show that the pupils in all 
of the schools are very inaccurate in their habits of work. This 
is because they have not mastered the fundamental operations 
in arithmetic. 

A discussion of methods is out of place in this report, but 
it is well to call attention to the need for more drill work in 

21 



arithmetic. The Courtis Practice Tests wliicli may be purchased 
from the World Book Company, Youkers-On-Hudson, New 
York, are very convenient and give opportunity for systematic 
written exercises under a time limit. The set costs only about 
$8.00 and is a piece of teaching equipment which would be a 
great help to all of the teachers. Especial effort should be 
made to improve the work in the sixth and seventh grades in 
all of the schools before the pupils are promoted to the high 
school. Oral drills in the fundamental operations dealing with 
integers, fractions and decimals should be given in these 
grades two or three times a week. 

CONCLUSIONS 

The scores made on the tests by the small schools are very 
much lower than the scores made by the larger schools. The 
poor quality of instruction in the small schools is due to the 
unfavorable teaching conditions in these schools. No teacher, 
no matter what his training and experience may be, can teach 
seven or eight grades of school work to children from 6 to 18 
years of age and even approach modern educational standards. 
There is not enough time in the school day for one person to 
do that amount of work. The classroom work in the two- 
teacher schools is not done any more thoroughly than in the 
one-teacher schools. The two-teacher schools are permitted to 
attempt too many grades. Many of them are offering ten 
grades. No credit could possibly be given for high school work 
done in a school of^this type and the tragedy of it is that when 
the teachers attempt to do high school work, it is not p()ssil)le 
for them to do elementary work thoroughly. A limitation of 
grades in the small schools and the organization of central 
schools for high school work is the only solution to the 
problem. 

RETARDATION AND ELIMINATION 

Children usually enter school at the age of six years and 
complete one grade each year. Some children, however, do not 
enter school imtil they are seven years old. For this reason in 
the present study two years are allowed for the completion of 
each grade. Thus a child in the first grade six or seven years 
of age is considered normal, a child in the second grade seven 
or eight years of age are considered normal and so on. A child 
in any grade older than the normal grade is considered over- 
age or retarded. 



22 



Table Showing the Number and Percentage of Retarded 
Children in the Schools of Wilkes County 



Grades I 


II 


III 


IV 


V 


VI 


VII Vlil 


IX X 


Total 


No. Pupils 


















in each 


















Grade 266 


178 


161 


169 


141 


150 


150 89 


46 47 


1397 


No. Pupils 


















Retarded 61 


44 


64 


71 


58 


76 


79 51 


25 15 


551 


Percentage of 


















Pupils 


















Retarded 22.9 


24.9 


28.8 


47.9 


41.1 


50.7 


52.7 57.3 


54.3 31,9 


39.4 



The retarded children in the schools of Wilkes County 
have lost a total of 1143 years or an average loss of .8 of a year 
for every child in the schools. At this rate it is taking nearly 
twice as long as it should take for the children in the schools 
to complete their grades. This means a tremendous loss of time 
for teachers and pupils and a waste of money for the county. 
However tlie percentages of retardation of pupils in the scliools 
of Wilkes County are lower than they are in many of the 
Georgia counties wliich have been studied. 

The percentages for the lower grades are comparatively 
low, but with one or two exceptions, they increase steadily 
tlirough the grades and are more than 50 in the sixth, seventh, 
eiglitli and ninth grades. Retardation in these upper grades is 
very serious. Boys and girls who do not reach the seventh 
grade before they are sixteen or seventeen years of age 
usually drop out of school before they have acquired a high 
school education. There is greater retardation in the one and 
two-teacher schools than in the larger schools. The economic 
conditions in the different communities may have some effect 
on retardation, l)ut the retardation in the smaller schools is 
largely due to the fact that these schools are not getting as 
good results as the larger schools. 

Table Showing the Number of Pupils per 100 Entering the 

First Grade Who Stay in School Long Enough to 

Reach the Seventh Grade 



Counties 



One-Teacher 
Schools 



Two-Teacher 
Schools 



Larger 
Schools 



Laurens 


13 


18 


48 


Walker 


11 


2? 


42 


Thomas 


16 


(One & Two-Teacher Schools.) 


47 


Dooly 


16 


24 


48 


Wilkes 


49 


38 


84 



The schools of Wilkes County are holding a much greater 
percentage of the pupils in school long enough to reach the 
seventh grade than the schools in the other counties included 

23 



in the table. A larger number of pupils stay in school until 
they reach the liigli school grades in Wilkes than in most of 
the other counties Avhich have been studied. In Walker county 
only .02 per cent of the children entering the first grade reach 
the tenth grade in high school but in Wilkes County 17.6 of the 
children entering tlie first grade reach the tenth grade. The 
figures and cr)mi)arisons on the holding power of the schools in 
Wilkes are very encouraging and show tliat the people of the 
county are ambitious to i)rovide educational opportunities for 
their children. Kecommendations are offered as a suggestive 
basis for a plan of re-organization of tlie county sj'stem Avhich 
Vv'ill greatly increase the efficiency of the schools and will 
provide adequate high school opportunities for all of the 
children in the county. A careful consideration of these 
recommendations and jiolicies hy every citizen in the county is 
earnestlv solicited. 



24 




AONIA SCHOOL. 
Teacher: Miss Lois Moore. 
Location: Big Cedar 4 miles soutla; Pierce Chapel 6 miles east. 

Grounds: Are, 1 acre; titles. Comity Board of Education; unim- 
proved; no playground equipment except a merry go round 
made by the children; no school garden; one surface toilet 
poorly kept. 

Building: Value, $500.00; one room; no cloak rooms; wimlows on 
tv.'o sides of building; painted outside and inside. 

Equipment: Double patent desks; a teachers desk; a few maps; no 
globe; a book case and 28 books in the library; a reference 
dictionary; no primary teaching helps; a water cooler. 

Organisation: One teacher; 8 grades; largest enrollment, 23; 8 
months school term. No school nor community clubs. 

Maintenance: $560.00. 



25 




BETHEL SCHOOL. 

Teacher: Miss Lexie Combs. 

Location: Stony Ridge 3 miles east; Court Ground Sy2 miles west; 
War Hill 41/2 miles south. 

Grounds: Church property; unimproved; no playground equipment; 
a small flower garden; one surface toilet in fair condition. 

Building: Value, $750.00; one room; no cloak rooms; light from three 
sides of classroom; (children sit facing the light). 

Equipment: Double patent desks; a teacher's desk; homemade black- 
board; two maps; no globe; a reference dictionary; no school 
library; a few framed pictures; a water cooler in bad condi- 
tion. 

Organization: One teacher; 7 grades; largest enrollment 30; 8 
months school term; no community club. 



Maintenance: 



.00. 



26 




CELESTE SCHOOL. 
Teacher: Mr. W. T. Callaway. 

Location: Rayle High School 0V2 miles west; Dyson 4 miles north- 
west. 

Grounds: Area 4 acres; titles, conditional; beautiful shade trees; a 
flower garden; otherwise unimproved; one surface toilet. 

Building: Value, $400.00; one room; lighted from two sides; no cloak 
rooms; painted green on the inside. 

Equipment: Single patent desks; a teacher's desk; a few maps; no 
charts; a small globe; no bookcase; a few books in the schooJ 
library, an encyclopedia and a reference dictionary. 

Organization: One teacher; 8 grades; largest enrollment 36; 9 
months school term. 

Maintenance: $900.00 



27 




FRENCH MILL SCHOOL. 

Teacher: Miss Bertha Gunther. 

Location: 4% miles east of Washington. 

Grounds: Area, one acre; titles. County Board of Education; unim- 
proved; no playsTound equipment; two surface toilets. 

Building: Value $ ; two classrooms; no cloak room; well 

lighted; painted. 

Equipment: Single patent desks; a good teacher's desk; good black- 
board and a few framed pictures. 

Organization: One teacher; 16 pupils on roll. 

NOTE: The teacher of this school has taught here for four years; 
she is a normal graduate and has had five years experience. 



28 




MT. MARIAH SCHOOL. 

Teacher: Mrs. B. F. Griffetli. 

Location: Rayle High School 3 miles northeast. 

Grounds: 

Building: Value, $ ; one classroom; lighted from three sides; no 

cloak rooms; painted insida and outside; in good condition. 

Equipment: Single patent desks; no teacher's desk; poor black- 
boards; one map; no charts; no globes; no school library; no 
reference dictionary. 

Organization: One teacher; 7 grades; 38 pupils on roll. 



29 




NORMAN SCHOOL. 

Teacher: Miss Bessie Snellings. 

Location: Broad School 3i^ miles east; Mallorysville 3 miles west; 
Tignall, 5 miles east. 

Grounds: Area, 1 acre; titles, conditional; unimproved; no play- 
ground equipment; no school garden; surface toilets. 

Building: Value, $3.50.00; one room; no cloak rooms; lighted from 
two sides; ceiled; unpainted. 

Equipment: Double patent desks; poor blackboard; two maps; no 
globe; no charts or other teacher's helps. 

Organization: One teacher; 7 grades; largest enrollment 27; 8 
months school term; no school or community clubs. 

Maintenance: $640.00 from county and local subscription. 



30 




PIERCE CHAPEL SCHOOL. 

Teacher: Miss Addye Lou Jernigan. 

Location: Aonia, 8 miles west; Oak Grove School. 3 miles west. 

Grounds: Area, 2 acres; unimproved; no playground equipment; no 
school garden; one surface toilet in good condition. 

Building: Value, .$800.00; one room; two small cloak rooms; lighted 
from two sides of room; painted inside and outside. 

Equipment: Single patent desks; teacher's table; two maps; poor 
blackboard; a small globe; a reference dictionary; no school 
library; a primary reading chart and one framed picture. 

Organization: One teacher; 9 grades; largest enrollment 23; 8 
months school term; a school improvement club. 

Maintenance: $800.00. 



31 




SMYRNA SCHOOL. 

Teacher: Miss Ruby Jordan. 

Location: Oak Grove 4 miles northeast; Metasville 5 miles northeast. 

Grounds: Area, ?; titles held by church and school together; 

grounds clean and wall kept; a flower garden; no play- 
ground equipment; one surface toilet. 

Building: Value $1000.00; one room (built for a clubhouse); lighted 
from two sides; no cloak rooms; painted inside and outside 

Equipment: Single patent desks; a teacher's table; good blackboard; 
two maps; no globe ;a few books in the school library; no 
reference dictionary; a few well selected framed pictures. 

Organization: One teacher; 8 grades; largest enrollment 37; 8 
months school term; no school or community club. 

Maintenance: $640.00 



32 




WAR HILL SCHOOL, 

Teacher: Mr. Herbert Hackney. 

Location: Tyrone, 3 miles southwest. 

Grounds: Area, 1 acre; clean and well kept; no playground equip- 
ment; one surface toilet; water supplied from a spring. 

Building: Value, $750.00; one room; lighted from two sides; no cloak 
rooms; painted inside and outside; clean, attractive and well 
kept. 

Equipment: Double patent desks; a teacher's desk; one map; no 
globe; several framed pictures; a bookcase and a few books 
in the library. 

Organization: One teacher; 7 grades; largest enrollment 26; only 5 
pupils were present the day the school was visited; 8 months 
school term. 

Maintenance: $560.00. 



33 




BIG CEDAR. 

Teachers: Miss Blanche Allen; Miss Laura Harris. 

Location: Three miles north to Aonia; three miles southwest to 
Lundburg. 

Grounds: Area, 2 acres; titles, County Board of Education; a few- 
flowers; no playground equipment; one surface toilet. 

Building: Value, .$1,000.00; one room; correctly lighted; two cloak 
rooms; one utility room; ceiled but not painted; Smith heat- 
ing system; well ventilated. 

Equipment: Single patent desks; good blackboards; one map; a 
small library and a few framed pictures. 

Organization: Two teachers; 7 grades; largest enrollment, 53; 8 
months school tenn. 



34 










'*»»'- ***..:>'^" v^-^' 



.;..4.t-.-f, 



i> 







BROAD SCHOOL. 

Teachers: Miss Mary Carmichael, Principal; Miss Ella Ree Carlton. 

Location: Six miles south to Tignall; four miles east to Norman. 

Grounds: Area, II/2 acres; titles, ? ; unimproved; spacious 

playgrounds, but no play equipment; a school garden; one 
surface toilet; water supplied from a neighboring well. 



Building: Value, 



two class rooms; improperly lighted; 



heated by small stoves in the center of room; a high stage in 
one room; no cloak rooms; no utility rooms; building un- 
painted and in need of repairs. 

Equipment: Single and double patent desks; two teachers' desks; 
two good maps;, no globes; good blackboard;, no school 
library; a reference dictionary in bad condition; no framed 
pictures. 

Organization: Two teachers; 9 grades; largest enrollment, 45; 8 
months school term; no school improvement club. 

Maintenance: $1,200.00. 



35 




COURT GROUND SCHOOL. 

Teachers: Miss Gladys Sherrer, Principal; Mrs, Frank Lamar. 
Location: War Hill 4 miles southwest; Rayle '> miles north. 

Grounds: Area, 1 acre; titles, local trustees; beautiful shade trees; 
unimproved; no play equipment; no school garden; one sur- 
face toilet. 

Building: Value, $1200.00; two classrooms; unilateral lighting; two 
cloak rooms; one room ceiled; building partly painted. 

Equipment: Double patent desks; two teachers" desks; good hylo- 
plate blackboards; case of roller maps; no globes; a reference 
dictionary; a few framed pictures; no school library. 

Organization: Two teachers; 9 grades; largest enrollment 73; 8 
months school term; no community clubs. 

Maintenance: $1240.00. 



36 




FICKLIN SCHOOL. 

Teachers: Miss Mary Heard, Principal; Mrs. B. C. Lyons. 

Location: Lundbiirg 5 miles east; Washington 8 miles northeast. 

Grounds: Area, 1 acre; titles, church and school; very rough and 
badly washed; no playground equipment; two surface toilets 
in bad condition: water supplied from a neighboring well. 

Building: Value, $1000.00; two classrooms with a lodge hall above; 
improperly lighted; no cloak rooms; in very bad condition. 

Equipment: Double patent desks; good blackboards; a few maps; no 
globes; no school library; no reference dictionary; no charts 
or other teaching equipment. 

Organization: Two teachers; 8 grades; largest enrollment 64; 8 
months school term; no community or school clubs. 

Maintenance: $1360.00. 



37 




FLORAL HILL SCHOOL. 

Teachers: Miss Lucy Morgan, Principal; Miss Rose Morgan. 

Location: Danburg 3 miles northwest; Metasville 5 miles south. 

Grounds: Area, 2 acres; titles, County Board of Education; a few 
shade trees; clean and well kept; no school garden: no play- 
ground equipment; two surface toilets in poor condition; 
water supplied from a neighboring well about a quarter of a 
mile from the school. 

Building: Value, $1200.00; two classhooms; unilateral lighting; one 
cloakroom; ceiled and painted. 

Equipment: Single patent desks; teachers' tables; good blackboards; 
a case of roller maps; no globes; no reference dictionary; no 
school library; no charts or sandtables; a few framed 
pictures. 

Organization: Two teachers; 9 grades: largest enrollment, 67; 8 
months school term; no community clubs. 

Maintenance:— $1120.00. 



38 



LUNDBURG SCHOOL. 

Teachers: ;\Iiss Marie E. Smith; Miss Ethel Hopkins. 

Location: Three and a half miles east to Big Cedar; three miles to 
County Line. 

Grounds: Unimproved; adjoining church lot; one surface toilet in 
poor condition. 

Building: Value, $3000.00; two classrooms; unit type; unilateral 
lighting; Smith Heating System; two cloak rooms; painted. 

Equipment: Single patent desks; good blackboards; set of maps; 1 
globe; a few framed pictures. 

Organization: Two teachers; ten grades; 60 pupils enrolled; 8 
months school term. 

Maintenance: 



39 




MALLORYSVILLE SCHOOL. 

Teachers: Miss Ophelia Amason, Principal; Miss Julia Bunch. 

Location: Tignall High School 3 miles east; Hogue 4 miles south- 
west; Norman 3 miles northwest. 

Grounds: Area, 1 acre; titles, conditional; clean and well kept; no 
school garden; a basketball, but no other playground equip- 
ment; one surface toilet in bad condition. 

Building: Value, $1200.00; two classrooms; insufficiently and im- 
properly lighted; no cloak rooms; painted. 

Equipment: Double home-made desks; good hyloplate blackboards; 
four maps; ^ globe; a reference dictionary; a primary chart; 
a few framed pictures and a small school library. 

Organization: Two teachers; 7 grades; largest enrollment 72; S 
months school^ term; a Parent-Teacher-Association. 

Maintenance: .n200.00. 



40 




OAK GROVE SCHOOL. 

Teachers: Miss Agnes Gunter. Principal; Miss Sallie Lon Gnnter. 

Location: Metasville 2^/4 miles northwest; Chapel School 3 miles 
east. 

Grounds: Area, 2 acres; titles. County Board of Education; unim- 
proved; no school garden ;two surface toilets; water supplied 
from a spring. 

Building: Value. $2000.00; two rooms; two cloak rooms; a utilit.v 
room unfurnished; correctly lighted; imceiled and unpainted. 

Equipment: Single patent desks; one teacher's table; good black- 
boards, a reference dictionary; one case of maps; a very 
small school library: no framed pictures; no charts. 

Organization: Two teachers; 10 grades; largest enrollment 80; 8 
months school term; no community clubs. . 

IVIaintenance: 1320.00. 



41 




PRATHER SCHOOL. 

Teachers: Miss Ruby Bufford, Principal; Miss Daisy Cason. 

Location: Celeste 2 miles west; Hogue 6 miles northwest. 

Building: Value, $3000.00; two classrooms built by standard plans. 

Equipment: Single patent desks; a small amount of blackboard; no 
maps; a globe; a bookcase and a few books in the library; no 
other equipment. 

Organization: Two teachers; 9 grades; largest enrollment 30; no 
community clubs; 8 months school term. 

Maintenance: $1080.00. 



42 




STONY RIDGE SCHOOL. 

Teachers: Miss Ellie Turman, Principal; Miss Esther Combs. 

Location: Bethel 3 miles northwest; War Hill 4 miles west; Court 
Ground 5 miles northwest. 

Grounds: Area, 1 acre; rough and unimproved; no school garden; 
no playground equipment; two surface toilets in bad condi- 
tion; v/ater supplied from neighboring well. 

Building: Value, $1000.00; two classrooms, improperly lighted; no 
cloak rooms; ceiled but not painted. 

Equipment: Double patent desks; good hyloplate blackboards; one 
teachers' table; two maps; no globes: no charts; no sand- 
table; no framed pictures. 

Organization: Two teachers; 8 grades; largest enrollment 50; 8 
months school term; no community clubs. 

Maintenance: $1080.00. 



43 




S&'w^. 



TABOR SCHOOL. 

Teachers: Miss Gladys Echols, Principal; Miss Irene Freeman. 

Location: Tignall 3 miles south. 

Grounds: Area 1 acre; titles, conditional; unimproved; no school 
garden; no playground equipment; one surface toilet in bad 
condition; water supplied from neighboring well. 

Equipment: Double patent desks; no teacher's desks; very small 
amount of blackboard; no maps; no globes; no charts or other 
teaching helps. 

Organization: Two teachers; 8 grades; largest enrollment 53. No 
community clubs. 

Maintenance: $920.00. 



44 




DANBURG SCHOOL. 

Teachers: Miss Martha Sutton, Principal; Miss Lucy Bellows, Miss 
Norma Bunch. 

Location: Floral Hill 3 miles south; Tignall 6 miles west; Beulah 5 
miles north. 

Grounds: Area 1 acre; tites., Danburg Baptist Church; /basket ball 
and volley ball courts; no playground equipment for small 
children; a flower garden; two surface toilets in bad condi- 
tion; water supplied from a well on school grounds. 

Building: Value, $1500.00; three classrooms; improperly lighted; 
heated by stoves placed in center of rooms; painted. 

Equipment: Single and double patent desks; good hyloplate black- 
boards; a case of maps; a globe; a small bookcase and 100 
volumes in school library; a sandtable and charts for primary 
work; a few framed pictures; a school piano. 

Organization: Three teachers; 10 grades; largest enrollment 84; 9 
months school term; no community club, but patrons are ac- 
tively interested in improvement of school. 

Maintenance: $2025.00. 



45 




HOGUE HIGH SCHOOL. 

Teachers: Mrs. J. M. Brooks, Principal; Miss Rachel Butler, Mif=s 
Connie Brooks. 

Location: Mallorysville 7 miles northwest; Rayle 8 miles south. 

Grounds: Titles, County Board of Education; unimproved; a basket 
ball court, but no other playground equipment; no school gar- 
den; two surface toilets in unsanitary condition. 

Building: Value, $2500.00; three classrooms, a library and auditor- 
ium; improperly lighted; a frame building plastered; no cloak 
rooms; painted. 

Equipment: Single and double patent desks; very poor blackboards; 
a few maps; no globes; no framed pictures; 125 books in the 
school library; a piano; a sandtable in primary room; school 
has had equipment for Domestic Science, but it has been de- 
stroyed. 

Organization: Three teachers; 10 grades; largest enrollment 95; 8 
months school term; a school literary club; a Parent-Teacher- 
Association. 

Maintenance: $2080.00. 



46 




METASVILLE SCHOOL. 



Teachers: Mrs. S. E. Phelps, Principal; Miss Nell Harper, Miss Mar- 
garet Dougherty. 

Location: Ook Grove School 3 miles east; French Mill 6 miles west; 
Smyrna 5 miles south. 

Grounds: Area 4 acres; titles. Baptist Church; grounds unimproved; 
no playground equipment; one surface toilet in an unspeak- 
ably bad condition. 

Building: Value $500.00; 3 classrooms; an old church building has 
been made into a school building; all of the rooms are im- 
properly and insufficiently lighted; the rooms are painted 
dark grey and green inside; the whole structure is absolutely 
unsuited to school purposes and the community is committing 
a crime against its children by making them spend five days 
out of the week in such unattractive surroundings. 

Equipment: Double patent desks; teachers' tables; a few maps; no 
globe; a reference dictionary and about 75 books in the school 
library; a few framed pictures. 

Organization: Three teachers; 10 grades; largest enrollment 77; 8 
months school term; no community clubs. 



Maintenance: 



52000.00. 




RAYLE HIGH SCHOOL. 

Teachers: Mr. T. E. Grenade, Principal; Mrs. T. E. Grenade, Mrs. S. 
B. Savage. 

Location: Celeste 31/2 miles east; Mt. Mariah S^^ miles west; Wash- 
ington 11 miles east. 

Grounds: Area, 5 acres; titles. Local Trustees; Some efforts have 
been made to improve grounds; equipment for football, bas- 
ket ball and baseball; no play equipment for smaller children; 
two surface toilets in bad condition. 

Building: Value $2000.00; three classrooms; three icloak rooms; an 
auditorium and a music room; the building has been remod- 
eled and is correctly lighted and painted. The school owns 
a teacherage situated on the school grounds. 

Equipment: Double patent desks (a few single desks in the primary- 
room); good blackboard; no maps; no globes; no laboratory 
equipment; a school piano and a few good pictures. 

Organization: Three teachers; 10 grades; enrollment 120; special 
work, music; no community club; two literary societies in 
high school grades. 

Maintenance: 



48 



'yrrt^:W^l^ 










TYRONE SCHOOL. 

Teachers: Miss Maggie Poss, Principal; Miss Rutli Smitli, Mrs. W. 
C. Dicltinson. 

Location: War Hill 3 miles northeast. 

Grounds: Church property; unimproved; a basKet ball court, but no 
other playground equipment; no school garden; one surface 
toilet well kept; water sppplied from a spring. 

Building: Value, $1500.00; two classrooms and the lodge hall upstairs 
(now being used as a classroom); improperly lighted; only 
one cloak room: has been painted. 

Equipment: Single and double patent desks; two teachers' tables; a 
few maps; no globes; a reference dictionary and about 100 
books in the school library. 

Organization: Three teachers; 10 grades; largest enrollment 95; 8 

months school term; no community clubs. 
Maintenance: $2000.00. 



49 




TIGNALL HIGH SCHOOL. 

Teachers: Prof. R. B. Brewton, Superintendent; Miss Lois Ragsdale, 
Miss Marjorie Butler, Miss Myrtle Foreman, Miss Edith 
Smith, Miss Lila Cooper. 

Location: Situated in the northern part of the county about 10 miles 
from Washington. 

Grounds: Imi)roved and well kept; some playground equipment. 

Building: Value. $20,000.00; a well planned brick building in good 
condition. 

Equipment: In addition to the classroom equipment, the school has 
a small equipment for Domestic Science; some laboratory 
equipment and a small school library. 



50 




SENIOR HIGH SCHOOL, 
Washington, Ga. 



51 



LIBRARY OF CONGRESS 



t! 



020 948 778 



